The impact of a combined cognitive–affective intervention on pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues

The purpose of this study was to assess the impact of a cognitive–affective intervention the attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues of pre-service teachers in the United States. Sixty-seven participants were randomly assigned either to a control group (n = 34) or an experimental group (n = 33). Pre-test and post-test means were compared using paired-samples t-tests to determine the impact of the intervention. Data analysis revealed significant positive changes in the pre-service teachers’ attitudes and knowledge about homosexuality, as well as their anticipated professional behaviors with respect to homosexual students and their families.

Research highlights
► Without intervention, pre-service teachers demonstrated lack of understanding and knowledge related to gay, lesbian, and bisexual issues;
► Following a combined cognitive–affective intervention, pre-service teachers showed improved knowledge and more positive attitudes;
► Following intervention, pre-service teachers reported positive changes to anticipated behavior toward gay, lesbian, and bisexual students and parents.